Cycles of Matter: Carbon and Human Activity

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• CW: Draw carbon cycle map before and after human activity. Summary paragraph on changes.

• DN: Take blank sheet of paper.

• EQ: How does human activity change the Carbon Cycle?

• Reminder: Turn in your Ecosystems Vocabulary Video Project Rubric.

Lesson Outline

5min Students complete the Do Now.

5min Teacher outlines procedures for Carbon Cycle Map activity and distributes dice.

10min> Students run through Carbon Cycle activity without human activity.

5min> Discussion on results of activity.

10min> Students run through Carbon Cycle activity with human activity.

5min Discussion on results of activity. Students summarize changes.

5min Review of worm anatomy.

5min< Collect materials. Clean up. Wrap up.

MiniLab: Muscle Endurance

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• HW: Work on Ecosystems Vocabulary Video Project Rubric due Tuesday (10/14).

• CW: Complete the Muscle Endurance MiniLab write up. (Chart/Trendline, Identify the variables & constants, Analysis, Prediction for 3.5kg, and Hypothesis.)

• DN: What goes on the left side of the chart? The bottom?

RESOURCES

Muscle Endurance MiniLab Handout

Example Data for Muscle Endurance Lab

LESSON OUTLINE

5min Students complete the Do Now.

5min Teacher outlines the procedures for the MiniLab and randomly selects participants.

5min Class identifies variables and develops hypothesis

10-15min Trials 1-4 are carried on while students record data. (While waiting, students should start labeling chart and entering numbers into a spreadsheet to determine averages.)

5min Students plot the data and add a trendline. Students make a prediction for 3.5kg.

5min Students complete the MiniLab report.

5min Collect materials. Clean up. Wrap up.

AIM: Students perform an experiment to collect, analyze, and interpret the data.

Ecosystems: Invasive Species (Good vs Bad Presentations)

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• HW: Work on Ecosystems Vocabulary Video Project Rubric due Tuesday (10/14)

• CW: Invasive Species Presentation.

• DN: How will you prepare for the next quiz?

Resources

Presentation Slides: Bad Example, Good Example 1, & Good Example 2.

LESSON OUTLINE

5min Students complete the Do Now by answering the question.

10min Good vs Bad Slides. Overview on how to design slides for informative/persuasive style presentations.

25min Invasive Species Presentation. Students work together to create a ‘Good’ presentation on an invasive species (Lion Fish, Zebra Mussels, Cats, Pigeons, Pythons - the ones in Florida, Feral Pigs, Fire Ants, or Cane Toads). All slides must include a URL to show the origin of the information.

Title and Names of Group Members
1. Invasive Species Scientific Name
2.Origin (Where did it come from?)
3. Current Location (Where is it now?)
4. Why?/How? (How did it get there?)
5. Damage 1 (How is it hurting animals, crops, buildings, etc.?)
6. Damage 2 (How is it hurting animals, crops, buildings, etc.?)
7. Solutions/Control (How do we keep to population in check?)

5min Collect materials. Clean up. Wrap up.

Quiz: Trophic Levels

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• HW: Work on Ecosystems Vocabulary Video Project Rubric due Tuesday (10/14).

• CW: Work on Invasive Species Slides.

• DN: Review for your quiz.

• Reminders: If you need help editing or filming please come in at lunch. We have people who can help as well as equipment you can use.

Resources

Presentation Slides: Bad Example, Good Example 1, & Good Example 2.

Lesson Outline

5min Students complete the Do Now.

15min Trophic Levels Quiz.

5min How to Present. Quick overview on strategies for presenting well even if you’re nervous.

15min Invasive Species Presentations. Students give a ‘Good’ presentation on an invasive species (Lion Fish, Zebra Mussels, Cats, Pigeons, Pythons - the ones in Florida, Feral Pigs, Fire Ants, or Cane Toads). All slides must include a URL to show the origin of the information.

Title and Names of Group Members
1. Invasive Species Scientific Name
2.Origin (Where did it come from?)
3. Current Location (Where is it now?)
4. Why?/How? (How did it get there?)
5. Damage 1 (How is it hurting animals, crops, buildings, etc.?)
6. Damage 2 (How is it hurting animals, crops, buildings, etc.?)
7. Solutions/Control (How do we keep to population in check?)

5min Collect materials. Clean up. Wrap up.

Ecosystems: Food Web, Chain, & Trophic Levels Review

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• HW: [1] Study for your quiz. (Reread the notes twice, Quiz yourself, Summarize, Explain to Someone Else, Make an Idea Map, Make Flashcards, Complete Handouts Again, etc.) [2] Work on Ecosystems Vocabulary Video Project Rubric.

• CW: Completed Food Web, Food Chain, & Trophic Level Questions worksheet.

• DN: How will you prepare for the next quiz?

• Reminders: Group Ecosystems Vocabulary Video Project Rubric due TODAY via schoology. Late group projects will not be accepted, group members will have to turn in separate individual project videos. MUST BE A VIDEO FILE AND NOT A LINK.

Resources

Food Web, Food Chain, & Trophic Level Questions

Sea Otter, Sea Urchin, Kelp Population Chart Explained

Lesson Outline

5min Students complete the Do Now by answering the question.

5min Quick discussion between studying and staring. (Studying is making flashcards, having people quiz you, practicing by making food webs, writing a summary, drawing a diagram.)

10min Students start on Food Web, Food Chain, & Trophic Level Questions worksheet.

5min> Watch Dead Stuff: The Secret Ingredient in Our Food Chain video.

5min Overview question 9 step-by-step.

10min Overview question 10 step-by-step.

5min> Watch The Threat of Invasive Species video.

5min Collect materials. Clean up. Wrap up.